‎Garner Philippe‎
‎Design‎

‎So Sweet Design. ‎

‎ Good Heidi Production, collection So sweet Zerland, 2012. In-8 broché sur spirale, couverture illustrée. ‎

‎"Voici donc « So Sweet Design », le 6ème opus de la collection « So Sweet Zerland » qui vous racontera la petite histoire de 64 marques, personnages, lieux et symboles du design helvétique. De Botta à l’éplucheur Zena, de Claudio Colucci à la chaise Landi, de Pipilotti Rist à la gourde Sigg, du plus select au plus populaire, du plus cher au plus abordable, ce livre a pour objet de faire un point sur la fameuse « école suisse » en matière de design. Souvent connue, voire reconnue mais souvent méconnue, il était temps de remettre les pendules à l’heure". ‎

‎ECAL. Design Industriel / Industrial Design.‎

‎Lausanne, ECAL, 2003. In-8, plein. . . plastique, dos rond avec titre à froid, premier plat imprimé. Exemplaire à l'état de neuf, bien complet des 3 petits ajouts glissés dans les poches prévues à cet effet et insérés dans la couverture: 1 carte de visite du Département design industriel et 2 petites brochures, la seconde Milano Ecal 2003. Illustré de photographies, textes en plusieurs couleurs. ‎

‎Il n'y a pas de problème - Because there is no problem. Design, december 17, 2008, New York. ‎

‎ Phillips de Pury & Company, 2008. Grand in-4 broché, couverture et rhodoïd imprimés en blanc. Petit accroc en tête du rhodoïd. ‎

‎Catalogue d'exposition, 177 objets présentés, avec estimations en dollars. ‎

‎Design, Design, Design, Design, Design the Poor‎

‎, Notice Notice, 2012 Paperback, 108 pages, ENG, 210 x 155 x 10 mm, front and backside have been wet in the past, rest of the book is as New, images in colour /b/w. ISBN 9780615694986.‎

‎Notice Notice, 2012. Design, Design, Design, Design, Design the Poor. The book presented the literal interpretation of seemingly innocuous communications as a source of truth, lessons in value along the silk road, architecture against poor women, Robin Hood appropriation, respect to the ghosts we walk all over every day in our developing cities, listening to the radio, and resurrection. Contributions from Peter Fend, Jana Leo, Temporary Services, Shillz da Realz, Jill Freedman, Chris Leo, Michèle Champagne, David N. Hartt, Freeman House. ‎

‎Blocks on the Road to Instructional Design Prescriptions. A Methodology for I.D.-Research Exemplified. ‎

‎Leuven, Universitaire Pers, 1995 Paperback, English, original editor's jacket, 16x24 cm., xii-274 pp. ISBN 9789061867081.‎

‎ Studia Paedagogica : 8. The development of instructional design as a linking science and, more specifically, the formulation of theoretically sound, empirically valid, and applicable prescriptions may contribute to bridge the gap between theory and practice. In this study, a heuristic approach is proposed that conceptualizes the steps involved in prescriptive research. It is assumed that prescriptions are tight to learning or cognitive tasks, which represent instructional problems in a specific instructional setting. Furthermore, it is argued that prescriptions are to be embedded in an overarching framework. This framework determines the meaning of the prescriptions, restricts their applicability, and may guarantee their mutual compatibility. I.D.-models have been argued to offer such frameworks. The first step of the proposed approach, then, consists of the construction of an I.D.-model. In a second step, this model is elaborated in order to tune it to the learning or cognitive tasks for which prescriptions will be formulated. An analysis of both the available research embedded in the descriptive knowledge base and the specifications of the referent system, results in a number of problem detection- and prediction-rules. These rules provide indications on problems learners may encounter in their efforts to execute the selected task, or link learner characteristics and instructional interventions to learning outcomes. The last step consists of the validation of the prespecified rules in an ecological setting. This empirical validation may lead to prescriptions which applicability is restricted to the settings specified in the referent system. The approach above is followed as an exemplar of prescriptive I.D.-research. A definition of instructional design is provided and five structural components (descriptive knowledge base, referent system, design parameters, design procedures, and design/development processes) of I.D.-models are identified. An analysis of the influence of cognitive research outcomes on instructional design and the elaboration of the approach for prescriptive instructional design research (Chapter 1), precedes the construction of a cognitive oriented instructional design model (C.I.D.-model). The model is completed by outlining design/development processes and the features of some design procedures (Chapter 2). The model gets further elaborated by taking the referent system more fully into account and specifying the model toward a specific cognitive task: determining importance of information-elements in printed instructional materials (Chapter 3). Considering the outcomes of descriptive research about the influence of both learner and text characteristics on both learning from text and text comprehension, an empirical validation study is presented (Chapter 4). Arguing that descriptive research outcomes cannot be directly transformed into prescriptions, but can help to detect problems students eperience and may suggest possible solutions, problem detection- and prediction-rules are identified. Application of problem detection- and prediction-rules leads to the implementation of three types of interventions or support devices: printing important information bold, integrating important information elements in summaries, and restructuring the text. Results (Chapter 5) indicate that (1) overall, students determine importance by applying a 'safety'-strategy; (2) interventions do not lead to improved performance on determining importance or learning outcomes tests, and (3) content prior knowledge influences performance on learning outcomes tests. Overall, no valid prescriptions can be formulated. The overall non-significant results may be due to a variety of reasons. Retrospective interviews suggest that the results may be explained by the non-use or inappropriate function-attribution of instructional interventions by students. This study does not result in valid prescriptions. In addition, questions are to be raised about the C.I.D.-model and, more specifically, the selection of learner-related design parameters. However, these conclusions pertain only to the hypothesis-testing part of the study and do not consider contributions made with regard to the development of cognitive instructional design, and, more methodologically, the explorative aspects of this prescriptive study. ‎